The functioning of
governments responsive to their citizens.
This section discusses ways that
individuals or groups of individuals mobilize interest groups
and recruit them to their service. Politics concerns the
power of groups such as political parties in democracies,
factions in one-party systems, lords in monarchical systems,
groups bound together by membership in a common religious
organization, etc., how this power is mobilized, how conflicts
among parties (however conceived) are resolved, how these
resolutions of power are further expressed in policies that
get put into practice, etc. As the above illustration
suggests, people with political ambitions often use irrational
appeals that include not only (or even primarily) sex but also
communal bonding with the "hometown kid" and communal
antipathy for "the others."
This section provides academic sources and
contrastive studies that show, in outline, how power is
employed in monarchies, in one-party systems, in democracies,
etc. Students will need to understand something about typical
mechanisms or political structures and also something about
how parties try to influence opinions of various interest
groups, how they compel citizens to conform to the laws that
they make, etc. Politics is often an amoral enterprise at best
because it attracts individuals who excel at bending other
people to their will, often without due consideration for what
is really good for their followers or those they direct their
followers to work against.
[more]
Energy
that is harvested from the sun and other natural resources
is used directly for derivative productive activities. With
the division of labor, relationships evolve among employers
and workers that range from being symbiotic to being
parasitic. Distortion of basic relationships can occur when
foreign trade inputs (e.g., cheap goods) are present in the
market. Keeping people fed in a fair system is a major focus
of interest.
A pathfinder, a beneficent leader of his or her country, needs
to look at expenditures made by the nation as investments in
the people of the country and their group success. Two
considerations need to be observed, but they may seem
paradoxical. One is that there is only so much to be invested
at any one time, which means that if you invest in one feature
of the national economy you may not be able to invest in some
other feature because the money has already been spent. The
other is that the supply of money available for investment can
be grown from year to year. Perhaps the only valid reason for
borrowing is to be able to invest in some project that will
allow the nation to repay the debt and also add value to the
country. For instance, a country might have great resources
for growing coconuts, and adequate infrastructure to bring the
largest crops to the coast, but no harbor that would permit
ocean shipping to occur. A country might go on for a century
being stuck in this mode because none of the coconut produces
could afford to invest in a harbor and some good piers,
neither could the local shipping industry do so. The initial
capital expense would be so high that no individual business
and no industrial complex would take it on. However, the
government might sell bonds to the same people who, as
individuals, could not invest in a port, also to people from
other backgrounds in the country that would like to make money
on some of their capital that they had no better way to
invest, and perhaps even foreign coconut buyers might see no
reason not to make some money on interest and also encourage a
new coconut source to emerge into the world market. So rather
suddenly there would be a port, an increase in the wholesale
price of coconuts, a need to hire more people both to harvest
all the coconuts and also to plant new coconut trees for the
future, and so forth. They all get jobs, the port gets built,
sales from coconuts double or triple, coconut orchardists are
happy, their employees are happy, other businesses make sales
to now-working coconut orchard workers, the government gets
more taxes from which it repays the borrowed money and also
has some money left over with which to invest in, perhaps, a
canned-pineapple export industry.
The major sources of wealth of a country are its natural
resources, its access to routes of trade, it accumulated
knowledge and its system of education, and its people.
Neglecting of these for short-term benefit greatly increases
the probably of a serious defeat.
This section discusses:
(1) How natural resources (soil, sun,
water, minerals, etc.) are converted to human use (by hunting,
agriculture, manufacturing, etc.), how the surplus fruits of
human labor can be accumulated (smoked fish, dried vegetables,
grain in secure bins, etc.), how money can be used to
accumulate wealth in a much more enduring and portable form,
etc.
(2) How humans can trade or sell not only
the products of their efforts (dried beans, yew bows, etc.)
but also can trade or sell their labor.
(3) How unequal power relations are set up
when one person becomes the resource owner, e.g., the land
owner of a farm, and the other person becomes the submissive
member of the dyad, e.g., the tenant farmer, the sharecropper,
or even the serf or slave.
(4) How salaries are negotiated, and how
the general employment rate influences the power relationship
between employer and employee.
(5) Capital, capitalism, and their
alternatives.
(6) The flow of money through an economy.
(7) How time delays in adjusting supply to
demand can create cyclic changes in economic well-being.
(8) How governments try to reduce the
amplitude of cyclic changes.
(9) The needs that are supplied, the goods
that are provided, etc.
(10) The ways that wealth can be created
out of resources that may have relatively little value under
circumstances wherein they are plentiful and easily available.
Then benefits of trade are not zero-sum.
It is difficult to maintain objectivity in
these discussions because researchers may identify their own
interests with business interests, labor interests, or perhaps
even government (revenue) interests. It is essential to
demonstrate objectively how wealth is generated and how it is
distributed under various social and governmental
arrangements.
[more]
"Know
what, guys? She's a non-conformist!"
[Photo by Alexander Mikotov] [Copyright]
How different forms of
organization influence the behavior of individuals in
groups. How to create organizations that handle information
and initiative in a eufunctional way.
For the purposes of young leaders, it may
be more important to learn insights into how humans interact
in groups than to become entangled with the differences in the
way this knowledge is systematized in the various systems of
theory employed in the field. Leaders need to be able to deal
with the social construction of realities, social constructs
such as race, the characteristics of interactions among
various ethnicities, religions, etc. Some features of human
interactions appear to be universal, to operate regardless of
the educational inputs given to individuals by one or another
culture. People operating in groups tend to operate in
characteristic ways, and to deny the strong probability that,
e.g., people who panic will struggle to get through narrow
gates and get killed in the process, is to ask for trouble. It
is better to understand how people really react in groups and
to plan accordingly. Doing so both reaps advantages and avoids
ill effects.
[more]
[Credit: Peggy Reeves Sanday] [Copyright]
The range of forms of
social organizations among non-primates, primates, and
humans, and the kinds of inherent motivation, exhibited in
various ways among diverse organizational forms, that must
receive attention in any planning for better ways of human
interaction.
It may be helpful for future leaders to
learn both the motivations and behaviors that humans share
with other primates (even though these behaviors among humans
are generally modified by culture) and also to learn the
cultural inventions of various societies that provide
alternative ways of defusing some of the same potential
conflicts. Other useful subjects include non-verbal
communications, language and its connection to concepts and
how we are able to think, etc. One thing that must be kept
clear is the difference between the ostensible meaning or
significance of some cultural feature and the real function(s)
it can play in human interactions.
Leaders need to understand that people make adaptations to
their total environment and especially to the risk factors
prominent in it. Anthropology can help leaders understand how
people perceive threatening environmental circumstances, the
conceptualizations that they apply to components of their
environment, and the practices by which they seek to manage
the threatening events among them. Anthropology tends to deal
with long-standing arrangements among people as they all
attempt to deal with the same environmental problems and
opportunities. Leaders need to understand that, for instance,
malign superstitious practices surrounding deep sea fishing
expeditions on flimsy boats with inadequate navigational
instruments will be better managed by improvements in fishing
practices and technologies than by a crusade against
superstition among seafarers.
[more]
[Credit: hotcheeto89] [Copyright]
•
The
basic disciplines of clear thinking.
• The inter-human effects of logical
inconsistency.
• Fairness. Objectivity, etc.
This section discusses the ways that humans have developed to
eliminate systematic sources of error in their thinking.
• Logical mistakes, i.e., making statements that affirm
something and then turn around and deny it, leaving people to
guess that you must be interested in the general topic but
also leaving people with no way to discover what, if anything,
you believe. In effect by saying and unsaying something you
end up having articulated nothing.
• Failing to distinguish between statements that are true of
some members of a group and statements that are true of all
members of a group.
• Mistakes that follow from getting mixed up about how logical
connectives work. For instance it may be true that if some
animal is a dog then that animal is a mammal, but it is not
true that if some animal is a mammal then it must be a dog.
• Mistakes that follow from allowing strong feelings to
interfere with judgments about the objective world.
For logic lessons, try this site:
Open
For this section it would be useful to have
books on logic that cover all of the parts of logic and set
theory that generally cause problems in typical human
situations, books on propaganda analysis, and books on
techniques to rid oneself of prejudices, preconceptions, etc.
[more]
Forcing people to do your
will. Counterproductive effects of using force. Strategy
and tactics: tricks of the trade.
This section introduces the accumulated
wisdom about fights between large groups that can be
expressed in general principles, examples of strategies, and
examples of tactics.
For this section the best resources are
books and other forms of knowledge transmission that are
especially good at showing people how to think about combat.
The technologies applied to combat can change at any time,
so the first goal should be to examine how the major
thinkers in this field have conceptualized warfare and how
they have found principles that can be abstracted in a more
general form so that they could be applied to novel
situations.
Writers in the field have distinguished
between the approach of Sun Wu recorded in Master Sun's Art of War
and the works of Carl von Clausewitz that are generally
regarded as forming the core of military theory in the West
through the first half of the 20th Century. The
contributions of John Boyd need to be brought in
because he synthesized the aforesaid two main forms of
analysis and derived a movement forward beyond that
synthesis.
A general history of the development of
schools of thought about warfare would be helpful. An
explication of Master
Sun's Art of War that does not simply parrot his
main points but explains his thinking from a broader and
more modern perspective would be helpful. Something that
exhibits the main currents of thought in the works of Von
Clausewitz would be especially helpful since there is a very
great deal to read and process. Finally, something that
synthesizes the various "briefings" of John Boyd and that
works around some of his less fortunate ways of explaining
things would be helpful, as would works that expand his
ideas and apply them to a broader and more recent world
context.
[more]
[Credits and Copyright]
How to
react when your political activity makes you the likely
target of assault.
Anybody
who intends to do anything that might affect power relations
in the world should be prepared to have his or her efforts
met with enmity and possibly with a level of aggression that
constitutes a physical threat. Anyone who has wealth
may expect to become the target of robbers and thieves. There
are many other threats to one's physical and mental or
spiritual security that need to be guarded against.
Students need to be aware of the dangers
inherent in being dependent on externals. When one's position
and wealth makes it affordable, a team of body guards may be
appropriate. However, there is no way to guarantee that every
person hired for such work will be reliable. Even the average
home owner may find it appropriate to install fire alarms and
intruder alarms. However, there are many ways in which
determined individuals can get around these protections,
especially if the homeowner decreases his or her vigilance. An
individual may procure weapons of self defense, however one
must remain vigilant enough to notice the approach of someone
with aggressive intent. Furthermore, dependence on weapons is
problematical because at the time of greatest peril the weapon
that one has become dependent upon may not be available.
Physical training in boxing or other such skills can be
extremely valuable in fending off an attacker for long enough
to escape. However, many times people are not sufficiently
vigilant and fall to a sneak attack.
Although it may seem paradoxical, mental
preparation is even more important than physical preparation.
Mentally prepared individuals may identify a combat situation
far enough ahead in space and time to avoid a confrontation.
One of the most dangerous situations for a soldier clearing a
house or a policeman entering a building where a crime is
being committed is for an attacker to spring out of
concealment. Mentally unprepared servicepeople or law
enforcement officers may freeze for a fraction of a second,
and that brief delay may well result in their injury or death.
* Mentally prepared individuals
immediately act to defend themselves like sparks struck from
flint by steel.
For this section it would be useful to have
books on self protection that prescribe an integrated way of
training that teaches the individual to evaluate and improve
his or her defenses from the core competencies outward.
[more]
[Credit: Kevin Dooley] [Copyright]
For the
present, individuals who seek this kind of training must
evaluate the locally available resources and gradually work
out the best training modalities for themselves.
For those who would plan such a practicum,
emphasis should be put on the full maturation of students.
From a purely practical point of view it is not desirable to
train someone in the use of powerful techniques who is going
to use what has been learned against the general good. It is,
fortunately, very difficult to make progress in an integrated
program of mental and physical training without strongly
attenuating self-centeredness. (If only the physical
techniques of boxing, wrestling, MMA, or whatever are taught,
then the motivational development of the individual will
probably remain stuck on glorifying the self.)
One avenue of approach to the goal of a
fully integrated individual adds to an ordinary self-defense
curriculum a simple procedural demand with behavioral tests
and the simple provision of opportunities for shaping a better
pattern of response: Students should be made aware that they
are required to treat all other students as training partners,
and that they are not to attempt to best them in physical
combat. Students who treat other students at all levels with
respect and with the desire to help them to make progress will
by so doing merit an equivalent attitude from others. Every
student thereby becomes every other student's teacher and
friend. Students who are bound and determined to establish
adversarial relationships with others probably do not merit
teaching in the long run. Training that emphasizes conquering
the ego and integrating the individual makes conscious use of
the fact that even the most basic of hand-to-hand sparring
exercises can have the additional effect of training the mind.
[more]
10. Modern History
To understand the current conflicts
in the world, it may be useful to look at recent historical
developments. After a period of colonization, the Second World
War put extreme strains on colonial powers such as Great
Britain. As colonial domains withered away, the former
territorial domains were left in various degrees of disorder
when external sources of governance were no more. One result
of their former colonial status and resulting conditions of
infrastructure and educational resources has been that they
have made unequal progress toward matching the degree of
progress of first-world nations. The result has been a
considerable disequilibrium among national fortunes that has
driven strong feelings of injustice and resentment. People in
the first world frequently believe that there is a limited
amount of wealth in the world, and that therefore if people in
second- and third-world countries get more wealth it must come
at the expense of the estates of the wealthy first-world
people.
[more]
11. Building the
State
Study of the requirements to be met in
solving the problems of fragile, failing, or failed states can
be divided into several components. The first is the provision
of good governance. The second is winning the allegiance of
the great majority of the people to leaders and to their
well-articulated and well-expressed plans for a good country
to live in. The third is good leaders who embody the ideals
they express, show the people a worthy vision and mission, and
thereby earn their allegiance to the movement for good
government. Fourth is infrastructure suited to the efficient
progress of the nation and wealth for its people; this
infrastructure includes a well-educated citizenry so that
there are plenty of people capable of working effectively to
make the national enterprise successful.
One of the main insights recently gained is that governance
requires setting goals that give productive structures to
human behavior. The plans need to be created, or at least
coordinated, at the highest level of an administrative unit,
the goals with provisional instructions and/or directives that
can implement these plans are passed down from level to level
and those plans may be more fully articulated at each
descending level. The essential thing is for the goals that
originate at the highest level to be actualized fully and
well. A second part of this process is for accurate accounts
of achievements to be passed back up the chain of command,
with summary accounts being condensed out of detailed
lower-level accounts in such a way that the administrator or
administrators at the highest level can clearly understand
whether or not their goals have been accomplished and
also understand what kind of results their plans have
produced. Such a sophisticated bureaucracy based on merit and
performance goals was first created in ancient China. What the
ancient Chinese did not achieve was a system that took into
full account that in the long term such governance will only
work with the acquiescence of the common people. When the
results of such a system become intolerable to people,
centrifugal forces are generated. When the pressures of
dissatisfaction and suffering reach intolerable levels, the
result must be an outbreak of violence. When the only way
people have to improve the conditions under which they live is
by acts of violence, the stage is set for a revolution that
will dethrone the ruling king or emperor. China went through
around ten changes of dynasty over its long history. One
way to provide an alternative to violent revolt is to make
continuance in office depend on a reliable system of
democratic voting. In the world of today, the people in many
fragile, failing, or failed states have never experienced a
well-run system of governance because for decades everything
has been done according to the personal whims of the "great
leader." Therefore, in the aftermath of a revolution, when
trying to set up a free and democratic government there are
not enough capable people available to make it work. Clearly,
the sooner a cadre of potential leaders, qualified technicians
of governance, is produced through formal education and
real-world experience, the better will be the chances of the
nation when the old regime breaks down.
It is not enough to have a good plan for managing the nation
by means of a well-designed program that includes such things
as protection for the rights of minorities, assurance of the
ability of citizens to apply corrective feedback when the
operation of government goes wrong, etc. It is also necessary
to have a real leader, someone who can show the average
citizens a vision of what the new nation can provide to people
and who can earn the trust and confidence of the people in
this fledgling government. It is pointless to try to run a
democratic government if there is not a substantial buy-in
from the ordinary citizens of the country. So the leader must
be able to put himself/herself in the position of the people
in the street who do not have command of a substantial set of
relevant academic and abstract ideas, understand what things
their backgrounds will not prepare them to understand, and
then put their plans into a narrative that does not distort
the truth but does communicate clearly why , e.g., something
like a nationwide highway system is worthwhile and important
to the family with a small farm at the dead end of a dirt road
in the country.
Another thing that requires good management is planning for
major infrastructure items and for heavy industry. If the
country requires steel for its railways, bridges, etc., it can
either produce its own (which requires extremely expensive
steel mills and availability of raw materials) or make
enough money by selling some other commodity to be able to
afford steel at world-market prices. Governments and
technocrats can do things that private investment could not
manage. For instance, when Taiwan wanted to earn foreign
currency the government figured that the island could produce
far more pineapples and other fruit that could be transported
to foreign markets and sold for first-world prices. However,
there were no processing plants to handle fruit in such high
volumes. Moreover, farmers were unwilling to produce more
fruit than they knew that they could sell locally. The
government then invested in the production of privately-owned
processing plants, and coordinated that effort with a
guarantee to fruit producers that the government would buy any
pineapples that they could not sell. The result was that the
next thing they had to work on was expanding and improving
harbors and docks that could handle the increased traffic of
ships with refrigerated storage.
Of all the tasks that pertain to nation building, perhaps it
is the treatment of the ordinary citizens of the county as a
precious resource that is most important. Under a failing or
failed state most people are likely to have had deliberately
restricted educations. Besides that, the real strength of a
nation lies in its having well-educated citizens who can act
correctly and responsibly in business, industry, etc. as well
as in the political sphere. It is a mistake to try to
segregate education somehow so that people only learn
business- and industry-related things and are kept in the dark
about political things. People who live in a police state have
to spend so much time, energy, and attention on avoiding
anything that would put them in bad with the internal spies
that they can't be very productive and they will certainly
find it difficult to be creative while simultaneously
self-censoring everything they say and do.
[more]